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Profit before children :
A paper written from research undertaken with an Eric Pearson Study Grant. Authorised by John Dixon, General Secretary, NSW Teachers Federation. On cover: Eric Pearson Study Grant 2015. Report was presented at NSWTF Annual Conference in 2016; The Grant was awarded in 2014 to be taken up in 2015. Contents: FOREWORD; INTRODUCTION; NETWORKS TARGETING EDUCATION: Case study: the rise of charter schools; Case study: Privatised vocational education; Major players in edu-business: Pearson; Sir Michael Barber; Tony Mackay; Steven Schwartz; Bill and Melinda Gates, Eli and Edythe Broad, the Waltons; Prospecting in the education goldfields; POLICY: 21st century pedagogy; Curriculum and the Common core; Standardised and metric assessment; Good government; Reform: PISA and the OECD; Reasserting the purpose of schooling; CONCLUSIONS AND RECOMMENDATIONS; BIBLIOGRAPY. Includes chart: "How the major edu-business players in Australia work together." "Conclusions: My research in the United States showed clearly that in the absence of a strong public education system, corporations and neoliberal agendas flourish. Australians need to be aware that in such environments continual untested experimentation can put student learning in jeopardy. Neoliberal reforms in the US — as well as in Third World countries targeted by edubusiness - have tended to unfairly target and take root in the most disadvantaged communities, and teachers, unions and government have a responsibility to act as guardians against such exploitative agendas." - p. 4. Bibliography pages 39-41. "Conclusions: My research in the United States showed clearly that in the absence of a strong public education system, corporations and neoliberal agendas flourish. Australians need to be aware that in such environments continual untested experimentation can put student learning in jeopardy. Neoliberal reforms in the US — as well as in Third World countries targeted by edubusiness - have tended to unfairly target and take root in the most disadvantaged communities, and teachers, unions and government have a responsibility to act as guardians against such exploitative agendas." - p. 4.